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COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
FALL SEMESTER
COMD 3070
NORMAL LANGUAGE ACQUISITION
INSTRUCTOR
Karla Hull, Ed.D. email: khull@valdosta.edu
Office: 908 Slater St. University Park South phone: 259-5520
Office hours: TBA
RECOMMENDED TEXT:
Owens, R. (1996). Language Development: An Introduction, 4th edition. Boston, MA: Allyn & Bacon.
COURSE DESCRIPTION:
Pre-Requisites: None.
In initial study of language acquisition focusing on the sequence and process of typical development in children. Topics include theories of language development, acquisition sequence of the major components of language, variables affecting language acquisition, and clinical application.
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES
Principle 1. The teacher understands the central concepts, tools of inquiry, and structures of the fields of knowledge s/he teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle 2. The teacher understands how children learn and develop, and provides learning opportunities that support their intellectual, social, and personal development.
EDUCATIONAL OUTCOMES
Outcome 2. Central concepts of inquiry: the undergraduate will use the basic tenets of asking/answering questions relevant to special education and communication disorders.
Outcome 3. Knowledge of learning and development: the undergraduate will use knowledge of how both individuals and groups learn and develop.
Outcome 4. Differences in learning: the undergraduate will reflect the knowledge of individual difference in approaches to learning.
Outcome 5. Environments conducive to learning: the undergraduate will understand how to create environments that encourage positive social interaction, self motivation, and active engagement in learning and /or treatment.
Outcome 8. Essentials of Assessment: the undergraduate will use the knowledge base of formal and informal assessment strategies used to appraise, diagnose, and differentially diagnose.
COURSE OBJECTIVES
Upon completion of this course, students will:
1) demonstrate an understanding of a typical developmental sequence for the
acquisition of speech/language in children and its impact on the development of their academic & social development (Principle 1; Outcomes 2,3);
2) demonstrate an understanding of the theoretical basesŐ of language development (Principle 1; Outcomes 3,4 );
3) demonstrate an understanding of the cognitive and perceptual bases of early
language development (Principle 1; Outcomes 3, 4 );
4) demonstrate an understanding of the social and communicative bases of early
language (Principle 1; Outcomes 3, 4 );
5) be able to describe a variety of language learning processes for young children and the role of auditory processing skills in development(Principle 2; Outcome 4 );
6) be able to discuss the semantic, pragmatic and syntactic components
of language (Principles 1, 2; Outcomes 3, 4 );
7) be able to discuss the role of child development as it relates to observing a child's language/speech acquisition and development (Principle 2; Outcomes 5, 8);
8) be able to apply knowledge of child development, including language acquisition, to their observations of young children in natural settings (Principle 2;
Outcomes 5, 8);
9) be able to apply knowledge of the social/communicative bases of early language to their observations of caretaker/child interactions (Principle 2; Outcomes 5, 8).
COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS
1. Quiz
Students will demonstrate their understanding of selected material in a series of 6 quizzes, scheduled throughout the semester. (Objectives 1-6)
2. In Class Projects
Students will apply knowledge from notes and readings as they observe videotapes
of children's language and caregivers interactions with children, taking into account the impact of different cultures, gender, & religion on this process.(Objectives 7, 8 & 9)
3. Observations
Students will observe children from the ages of 1-5, and write observations about the child's language, as well as other developmental information. (Objectives 7, 8 & 9)
4. Midterm Exam
(Objectives 1, 3, & 4)
5. Comprehensive Final Exam
(Objectives 1-7)
COURSE EVALUATION
1. Quizzes 180 pts.
2. In Class Projects 50 pts.
3. Observations 50 pts.
4. Midterm Exam 100 pts.
5. Comprehensive Final Exam 200 pts.
580 pts. total
A =580- 522 B= 521- 464 pts C= 463-406 pts. D = 405-348 pts.
ATTENDANCE POLICY
The university attendance policy will be adhered to in this class. Unexcused absences for more than 6 classes will result in failure of the course.
SPECIAL NEEDS STATEMENT
Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 1115. The phone number is 245-2498.
DIVERSITY STATEMENT
The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to value the diverse and unique nature of the learner and to include all students in the high expectation for success.
DEPARTMENTAL PLAGIARISM POLICY
The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagiarized work and the penalties for such actions. The penalty for plagiarism in undergraduate course work is a zero (0) on the assignment for the first offense, for the second offense the consequence is a letter grade of "F" for the course, for the third offense a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure. For graduate work, a letter grade of "F" for the course will be given for the first offense and a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure will occur for the second offense. The entire Departmental Policy, which includes examples and non-examples of plagiarism, is available on the Departmental Home Page.
APA STYLE
The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. Procedures for APA style are found in:
American Psychology Association. (1994). Publication Manual of the American Psychological Association (4th ed.). Washington, DC: Author.
Course Schedule
